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An Examination of Mary Mcleod Bethune's Leadership As A Leading by Example: An Examination of Mary Mcleod Bethune’s Leadership as a College President A dissertation presented to the faculty of the College of Education of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy Timeka L. Thomas Rashid August 2009 © Timeka L. Thomas Rashid. All Rights Reserved. 2 This dissertation titled Leading by Example: An Examination of Mary Mcleod Bethune’s Leadership as a College President by TIMEKA L. THOMAS RASHID has been approved for the Department of Counseling and Higher Education and the College of Education by Robert B. Young Professor of Counseling and Higher Education Renée A. Middleton Dean, College of Education 3 ABSTRACT RASHID, TIMEKA L. THOMAS, Ph.D., August 2009, Higher Education Leading by Example: An Examination of Mary Mcleod Bethune’s Leadership as a College President (125 pp.) Director of Dissertation: Robert B. Young African American female college presidents represent a unique population within the leadership of higher education; however, their leadership, management styles and their contributions to higher education are understudied. A study of this population is particularly important for several reasons. First, it provides a framework for understanding the leadership potential and management style of African Americans in higher education. Second, it contributes to the limited knowledge base of African American women leaders in higher education from the early 19th and 20th centuries. Third, this research provides insight into an understudied aspect of Mary McLeod Bethune’s life: her presidency of Bethune Cookman University. This study is a historical analysis of Mary McLeod Bethune’s leadership as a college president. It tests Jones’ (1991) finding that African American female presidents exhibit the characteristics of transformational leadership. Jones’ findings related to African American women presidents in early twentieth century society. The study explored Bethune’s leadership in three major areas of her presidency: academic/curriculum, financial, and personnel management. The researcher sought to determine whether Bethune’s leadership style reflected transformational or transactional leadership as defined by James MacGregor Burns, Bernard Bass, and Bruce Avolio. 4 Avolio and Yammarino’s four “I’s,” and three factors of transactional leadership were used as the primary analytical framework for the interpretations of transformational or transactional leadership. Approved: _____________________________________________________________ Robert B. Young Professor of Counseling and Higher Education 5 ACKNOWLEDGMENTS I owe all thanks of course first and foremost to God. Through him all things, no matter how hard and impossible they may seem, are possible. I would like to begin by expressing my appreciation and gratitude to the individuals who were invaluable at Ohio University in helping me to complete this process and journey: my chair Dr. Robert Young, your patience and belief in my work means more than you know; Dr. Dafina Stewart, I understand and appreciate your passion and push; Dr. Tom Duncan, thank you for stepping in and providing valuable insight; and Dr. Peter Mather for hanging in there with me from beginning to end. I would also like to thank my “secondary” advisor Ramona Mott of the College of Education. I hope others truly value what you do to help students like myself get through this important process. I would also like to thank my “professional” family who was also instrumental in pushing me through this journey: former colleagues at The Ohio State University- Newark and COTC, Otterbein College, and current colleagues at Columbus State Community College. A special thank you to members of the Columbus State College community, Dr. Jessica Johnson and Angel Gondek, and I also owe a great debt of gratitude to my former Board members of the Association of Student Conduct Administration (ASCA). All of you helped me to realize my true purpose and passion in higher education. I also would like to thank some special friends, while many have been instrumental along this journey, some deserve special thanks: Angela Harris, Kimberly Brazwell, Kimberly Ferguson, Dr. Danita Brown, Dr. Donna Nicol, Artricia Love and Shawanda Thomas-King. Lastly, I would like to thank my family. Without them this 6 would not be possible: my parents A.V and Arlene Thomas, you have always been there for me and believed in me. I thank, my brother Andrew Thomas who helped and encouraged me-now it’s your turn. Mr. Mahir Rashid, my father –in- law, who always inquired about my progress and encouraged me. The biggest thanks of all goes to the Rashid men: Nasir al-Din and Hasim who supported, hugged and loved “mommy” along this journey. Now I’m all yours, and finally my husband who laughed and cried with me and was my biggest cheerleader, Abdul Rashid. It has been twelve years and you have been there for every step of my life changing moments, such as this one..thank you. 7 TABLE OF CONTENTS Page ABSTRACT ........................................................................................................................ 3 ACKNOWLEDGMENTS .................................................................................................. 5 INTRODUCTION .............................................................................................................. 8 CHAPTER ONE: WHO WAS MARY MCLEOD BETHUNE? ..................................... 22 CHAPTER TWO: RELEVANT RESEARCH ABOUT BETHUNE, BLACK WOMEN COLLEGE PRESIDENTS, AND TRANSFORMATIONAL LEADERSHIP ................ 53 CHAPTER THREE: BETHUNE AND CURRICULUM DEVELOPMENT .................. 55 CHAPTER FOUR: BETHUNE AND FINANCES .......................................................... 68 CHAPTER FIVE: BETHUNE AND PERSONNEL ........................................................ 86 CHAPTER SIX: SUMMARY, CONCLUSION, AND RECOMMENDATIONS ........ 102 REFERENCES ............................................................................................................... 117 8 INTRODUCTION “Mine has not been an easy road. Very few of my generation found life easy or wanted it that way. Your road may be somewhat less rugged because of the struggles we have made. ” (Dr. Mary McLeod Bethune, from Catherine Peare’s biography Mary McLeod Bethune) This quote captures Mary McLeod Bethune’s personal sentiment about her struggle to overcome an overwhelming number of obstacles in her path to earning a prominent place in American history. Bethune overcame poverty in rural South Carolina, discrimination, personal losses, relocation to the deep south, intimidation from the Ku Klux Klan, and administrative issues as leader of her own school. She was one of the nation’s first African American college presidents, and Mary McLeod Bethune’s legacy is powerful. Her home in Washington, D.C. has been declared a national monument, and Bethune Cookman University provides undergraduate and graduate education to over 3,000 students today (www.http://www.cookman.edu/about_BCU/fast_facts/inst_profile.html). More than fifty years have passed since her death, and Mary McLeod Bethune is recognized as a foremother of Black women college presidents and a legendary leader in African American history, She was a catalyst in moving those who were thinkers into action, and the examination of Bethune as an educational leader proves her influence in changing the landscape of higher education in this country. Bethune was one of the first African American women to successfully start her own institution, and she had the ability, along with her staff, to keep her college operating during turbulent times. Her 9 vision motivated her strong leadership. These accomplishments were remarkable, but the majority of the research on Bethune does not document them. It highlights her civic and political contributions. Bethune’s style and influence as a college leader are less documented. Statement of problem Over the last two decades there has been a steady increase in the research of Black women college presidents. The majority of the research, however, focuses on contemporary members of this population. There is very little research on the forerunners, the trailblazers of the cohort, such as Lucy Laney, Nannie Burroughs, Anna Julia Cooper, and the focus of this study, Mary McLeod Bethune. As stated earlier, there is a substantial amount of information on Bethune’s accomplishments in political, civic and educational arenas in general. Currently there is no specific focus on her work as president of her beloved institution, which stands as perhaps her greatest memorial, Bethune Cookman University. This study is an attempt to augment the body of research on Black women college presidents in general and of Mary McLeod Bethune’s accomplishments in particular. Purpose of the study This study was an attempt to identify the personal and experiential factors that influenced the leadership of Mary McLeod Bethune as president of Bethune Cookman University, and to characterize the styles of that leadership. M. Colleen Jones’ (1991) study of Black women college presidents and the factors that contribute to their leadership style provided the overall framework for understanding the factors that shaped Bethune’s approach as a 10 leader, and her potential characteristics as a transformational and/or a transactional leader. James McGregor Burns’ and Bernard Bass’ and other leadership scholars’ definitions of transformational and transactional leadership were used to determine
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